Abstract
The present study is intended to investigate further into the nature of students'’ misconceptions in solving mechanics problems by giving a misconception test to 70 secondary-5 students in a government-subsidized school of average ability. The results from analyzing all item responses show that (1) various misconcepts in mechanics exist ranging from the lowest of 21% to the highest of 96% of students committing a particular misconcept; and (2) high-ability group has significantly less misconcepts than average-ability and low-ability groups, while the latter two groups are not significantly different in the number of misconcepts committed.
| Keywords: | Students; Misconception; Mechanics; Physics |
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